戏剧教学法在初中语文课堂教学中的应用研究

发布时间：2018-06-05 16:04

本文选题：戏剧教学法 + 初中语文　；参考：《陕西师范大学》2016年硕士论文

【摘要】：戏剧教学法是在课堂教学中融入戏剧元素,将教学过程构建为戏剧过程以期达到增进技能、个人成长教育目的的教学方法。这种教学法的合理运用,对学生个体生命的解放与舒展意义重大,同时也可以提高学生的综合素质,是初中语文课堂教学方法的改革与丰富。戏剧教学法这种新的教学方法在我国应用处于起步阶段,本文从教育学角度梳理了相关文献理论,分国内、国外两部分介绍了有关戏剧教学法的发展历程与研究情况,其中发展历程以不同国家的时间脉络为主线,研究情况部分则从本体性研究、运用现状及应用范围三视角透彻分析。接着以戏剧教学法在初中语文课堂教学中的应用为核心,围绕戏剧教学法的应用时间和要求、应用态度、学生参与度和影响因素、应用目的、应用优点及应用中存在问题这八方面分别针对教师和学生展开问卷调查,并通过对教师的访谈实证研究了戏剧教学法在初中语文课堂教学中的应用现状,主要表现在：概念普及度很低,在教学过程中没有真正发挥其作用；应用形式较单一,小品、情景剧、即兴表演等受学生欢迎的形式未得到教师重视；应用时间认识不一,教师偏向于在上课中间或结束时穿插应用,学生则更多希望在上课刚开始时就能应用；应用态度来说,很多教师持无所谓态度,而多数学生对这种戏剧教学的方法表示欢迎。基于调查现状,总结得出应用戏剧教学法在学生、教师、教学效果三方面的显著优点,又从教师自身和戏剧教学法应用弊端两个角度提炼出其中存在问题,然后针对性的提出提升教师相关素质、侧重知识点、结合其他教学法的优化建议,进而提出了戏剧扮演的理想应用模式,分课前、课中、课后三部分从实践层面对戏剧教学法进行探索。课前部分是计划、演练、讨论,其中计划是对教学主题素材的设计,就是教学素材戏剧化处理,在开始、中间和结束三部分结构中渗透教学知识点；课中部分包含了暖身、表演、结论环节；课后是反思环节设计。最后是理想应用模式的注意事项,包括教师身份转化与教学技巧的要求、兼顾课程类型和教学任务、不同阶段学生区分关注。戏剧教学法作为一种教育性质的戏剧教学模式,把戏剧活动引入课堂具有极高的实用价值。希望通过本研究,使更多的教育研究者认识到这种戏剧教学模式对学生、教师和教学的巨大作用,也希望本研究能为戏剧教学法在初中语文课堂中的应用提供一些借鉴与启迪。
[Abstract]:Drama teaching method is a teaching method that integrates drama elements into classroom teaching and constructs the teaching process into drama process in order to achieve the purpose of improving skills and personal growth education. The reasonable application of this teaching method is of great significance to the emancipation and extension of students' individual life, and it can also improve the students' comprehensive quality, which is the reform and enrichment of the teaching methods of junior high school Chinese. The new teaching method of drama teaching is still in its infancy in our country. This paper combs the relevant literature theory from the angle of pedagogy, and introduces the development course and research situation of drama teaching method in two parts, domestic and foreign. The course of development is based on the time context of different countries, and the research is based on the ontological study, the application of the current situation and the scope of application. Then, with the application of drama teaching method in junior middle school Chinese classroom teaching as the core, focusing on the application time and requirements of drama teaching method, applied attitude, student participation and influence factors, the purpose of application. The application advantages and the problems in the application are investigated by questionnaires for teachers and students, and the application of drama teaching method in Chinese classroom teaching in junior high school is studied empirically through the interview with teachers, and the present situation of the application of drama teaching method in junior middle school Chinese classroom teaching is also studied. The main manifestations are: the concept is very low popularity, in the teaching process did not really play its role; the application of a single form, skits, drama, improvisation and other popular forms of students have not been attached importance to; the application of time understanding is not the same. Teachers prefer to use it in the middle or at the end of class, while students hope to apply it at the beginning of class. In applied attitude, many teachers are indifferent, and most students welcome this method of drama teaching. Based on the investigation, the author concludes that the application of drama teaching method has significant advantages in students, teachers and teaching effects, and abstracts the existing problems from the perspectives of teachers themselves and the disadvantages of drama teaching methods. Then it puts forward some suggestions on how to improve the teachers' relative quality, focuses on the knowledge, and combines with the optimization of other teaching methods, and then puts forward the ideal application mode of drama playing, which is divided into classes before and after class. The third part explores the teaching method of drama from the aspect of practice. The pre-class part is the plan, the exercise, the discussion, in which the plan is the design of the teaching subject material, that is, the dramatic processing of the teaching material, which permeates the teaching knowledge point in the beginning, the middle and the end structure; the class part contains the warm-up. Performance, conclusion link; after class is reflection link design. Finally, it is the attention of ideal application mode, including the requirement of teacher identity transformation and teaching skills, the consideration of curriculum type and teaching task, and the different stages of students' attention. As an educational model of drama teaching, drama teaching method has a high practical value to introduce drama activities into the classroom. It is hoped that through this research, more educational researchers will realize the great effect of this drama teaching mode on students, teachers and teaching, and hope that this study can provide some reference and enlightenment for the application of drama teaching method in junior middle school Chinese classroom.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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